The current landscape of CLIL in primary education in France: An exploratory study and recommendations for further research into Content and Language Integrated Learning (CLIL)

This report presents findings from an exploratory study into the landscape of Content and Language Integrated Learning (CLIL) in French primary education. Emerging in the 1990s, CLIL was promoted by European policymakers to enhance foreign-language proficiency and foster plurilingualism, and France has played a pioneering role in its development at both national and regional levels. Using Mehisto’s 2015 model for bilingual education systems, the study analyses the forces, mechanisms and counterweights shaping CLIL in France. It draws on public data, national policy documents, regional authority websites and academic literature to assess the current scale of CLIL provision, examine conceptualisations at national and regional levels, and identify areas for future research. The report shows that CLIL is developing rapidly in primary education across France and is a key priority in the national language strategy. It also reveals that, while comprehensive data on foreign-language teaching exists, it may not fully reflect the extent of CLIL practice at the primary level, which is nuanced, complex and difficult to measure. As in many countries, national policies in France place greater emphasis on the use of CLIL as a tool to improve language proficiency and thus support national priorities, rather than on the wider pedagogical value of integrating content and language — an area that has been the focus of increased research and discussion in more recent years. Stakeholders identified in national policy documents include inspectors, school leaders, teachers, parents and external partners such as the British Council, although their respective roles are not always explored in detail. There was generally limited publicly accessible information on CLIL initiatives found on the websites of the local education authorities sampled, with one notable exception. Published academic research on classroom practices in primary education in France is still emerging, which opens the door for ambitious new research projects in the future. The report recommends further investigation into the scale of CLIL implementation at primary level in France, as well as the realities of classroom practice, stakeholder roles and professional development needs. It also suggests actions the British Council can take in partnership with other actors to strengthen CLIL initiatives, such as fostering partnerships, supporting teacher development, and pusuing an ambitious research agenda. It is hoped that this publication will serve policymakers, educators and researchers seeking to deepen their understanding of CLIL in France, and will help inform strategies for further strengthening bilingual education at the primary level.